Child Participation

Children have the right to participate in matters affecting their lives and should be enabled to give their opinions, and to have those opinions taken into account. Through participation, children learn self-expression, empowerment and ultimately greater self-esteem.  Children are a diverse group and therefore children of different ages, abilities, backgrounds, races, and both genders should ideally be included in a consultation process.

Displaying 1 - 10 of 277

Aida Urrea Monclús, Ainoa Mateos Inchaurrondo, Laura Fernández-Rodrigo, M Àngels Balsells Bailón - Journal of Social Work,

This article presents the results of a qualitative study whose objective was to collect information on the perceptions of changes in parents and their children who are in the Spanish foster care system after completing a positive parenting programme.

Karmen Toros - Children & Society,

This article examines children's views on and experiences with participation in the child protection system's decision‐making process.

The Alliance for Child Protection in Humanitarian Action,

This evidence synthesis analyses emerging practices and preliminary guidance for engaging children in the response to child protection (CP) challenges during the various stages of COVID-19 and other infectious disease outbreaks (e.g. Ebola).

Elin Hultman, Staffan Höjer, Monica Larsson - Child & Family Social Work,

The aim of this paper is to describe and analyse the notion of age and maturity in child protection proceedings in order to elucidate how these aspects could influence children's rights to participate.

Better Care Network and SOS Children's Villages International,

In this webinar, hosted by Better Care Network and SOS Children's Villages International, panelists - including careleavers who served as co-trainers in the Leaving Care project - discussed the training, building a supportive network for care leavers, and the support needed to ensure that the rights of young people in alternative care are respected and that they are prepared for an independent life.

Jo‐anne Harkin, Lisa Stafford & Chez Leggatt‐Cook - Child & Family Social Work,

This article reports on initial research from a survey study to describe the current state of play from practitioners into their perceptions and practices of children's participation in family support contexts.

Amy M. Salazar, Sara S. Spiers & Francis R. Pfister - Journal of Youth Studies,

This study aims to answer two research questions: a) How do youth and staff/professionals define/conceptualize authentic youth engagement (AYE)? and b) What are youths’ and staff/professionals’ recommended strategies for authentically engaging youth?

World Vision,

This child-led research initiative was conducted under the umbrella of World Vision’s DEAR project (Development Education and Awareness Raising) and the Sustainable Development Agenda 2030. The study explores explore SDG 16.2, the goal that focuses on the issue of ‘abuse, exploitation, trafficking, and all forms of violence against and torture of children’.

Sunggeun (Ethan) Park, Jenna Powers, Nathanael J. Okpych, Mark E. Courtney - Children and Youth Services Review,

This study uses a representative sample of foster youth to investigate youth-level and county-level predictors of youths’ roles in their transitional independent living plan (TILP) development and satisfaction with the care decision meetings.

Elisabetta Biffi & Chiara Carla Montà - Documentation in Institutional Contexts of Early Childhood,

This paper, by drawing on the different meanings held by documentation in ECEC contexts, in terms of viewing it as ‘equipped with agentic power’ (Alasuutari and Kelle 2015) reflects on the meanings of (pedagogical) documentation in alternative care settings, as a transitional space between ‘being spoken for’ and ‘speaking for oneself’, in light of a rights-based and pedagogical framework.